"The teachers have been facing lots of challenges currently. The speed of development of IT has been accelerating and the necessity of knowing them and being able to use them proved to be vital during this year pandemic situation (Covid 19) when education of pupils and students was shifted into the virtual online enviromnment. New technologies have always influenced the world and human work. However, the speed and frequency of changes has been increasing rapidly with each generation. Job security and success achievement depends on further education. The aim of the presented project is to create two innovative, open and shareable teaching methods in the area of education, namely Complex Education Modules and Digital Education Methodology in a team of Strategic Partnership. The project coordinators declare on their honour that the common goal is in compliance with the arising Strategy for Education Policy of the Czech Republic until 2030+, includes European priorities in the national context. The Partnership consists of 5 organizations:- Gymnázium Pavla Křížkovského s uměleckou profilací, s. r. o., Czech Republic- 1st Vocational High School of Kalampaka, Greece,- IES Fray Juan Zumarraga/Durango bhi, Spain,- VI Liceum Ogolnoksztalcace im. Joachima Lelewela w Lodzi, Poland, - Istituto Tecnico Commerciale ""Vitale Giordano, Italy.The partner schools were chosen based on the following predefined criteria: innovative approach to education and its successful practical application, relevant and expert experience with international projects, good background, wider regional impact – interconnetion of educational environment with local enterprises and institutions, involvement of the public in the support of the area of education, specialization of the school. There´re 4 high schools with a graduation exam, which 2 are comprehensive schools and 2 have a specialization.Based on an agreement with the partners we set the total number of realized Complex Education Modules to 25. Our effort is to ensure the widest support possible so that the activities could be carried out at the highest number of schools possible always respecting the regional conditions. All results of the project will be placed on a single web platform and will be accessible to public via an open CCA licence. It will be placed on a good quality webhosting enabling a fluent parallel work of teams of students. The user access will be provided through intuitive, zero learning CMS, which will enable easy creation, updating and modification of the content for all users. The web will be backed up regularly and it will be ready for easy migration to other servers of interested subjects and it will enable an easy transfer and potential localization of the content. Nowadays, smooth sharing of content on social networks is taken for granted. The platform will serve as a seat of sharing good practice in using digital tools and educational methods, where the main goal is providing good quality education through online/virtual means.The platform serve for the pursposes of sharing activities aimed at supporting students/educators so that the online education developed the schooling especially interdisciplinarily through integration of environmental issues. It will also serve for the pursposes of sharing students´projects, which we consider one of the most complex and efficient tools for gaining and practising the enterprising competencies. This activity is focused on self-sufficience of students with the supervision of the educator only as a mentor. Students will be able to solve current real problems which they are directly concerned with, work individually/in a team, think about problems from various points of view – ecological, economic, social, etc. A gender approach of the Strategic partnership is supported, accepted and applied starting with the preparation of the project activities and will also be enforced at the work of educators as mentors in activities.Brief summary of significant innovations of the proposed project:-improving digital competences of both students and educators via modern IT technologies – augmented reality (AR), virtual reality (VR), e-learning courses, podcasts etc.-innovation in the area of elimination of differences between the target groups – social discrimination, pupils with special educational needs (the issue of inclusion) are enabled to join in all the activities thanks to the low cost of the solutions we propose. The online web platform is publicly and comprehensively accessible, it is free of charge and can be worked with intuitively.-innovative dissemination of outputs. We agreed with the partners on common dissemination strategy which involves traditional dissemination methods especially: -innovative procedures – connected with regional events (artistic-scientific aspect)-broadened target group – especially by stakeholders (companies, polititians, non-profit organizations, start-ups, Innovation centres)."

"The rise of nationalism, intolerance and the disaffection of European citizens vis-à-vis Europe concerns us. It seems to us that the communication on Europe, too materialistic, has forgotten the humanist dimension of the European project. Thus, many European citizens no longer know the fundamentals underlying the construction of the U.E. its values which constitute one of the reasons of the Union. Faced with this observation, which is not without consequence for the very durability of Europe itself, In our opinion, it is essential to carry out a civic work whose aim is to remind our students of the fundamental values of freedom, democracy, peace, tolerance, solidarity and non-discrimination.The study of artistic engagement seems to us an interesting gateway to highlight among our students, also future citizens, the values that are at the base of the construction of the U.E. To give to see the world, to put it in light to better understand it is indeed intimately related to the artistic approach. And many artists have taken a stand to guide us in our confrontation with the world, using their art to do so.Highlight the struggles of artists, past and present, to highlight the values that lead the way to better living in our societies (these values that are the foundation of the U.E. it is thus to raise the questioning, the awareness of our students and to offer them another vision of the European project. In fact, we also want them to understand the ongoing fighting in the U.E. and encourage them to take an informed position and thus to grasp their European citizenship. Our project is thus primarily a citizen project: it is about understanding Europe, knowing the humanist fundamentals that are at the origin of the European project and encouraging our students to stop them , the questioning, the awareness necessary to the citizen approach. Thinking around the works involved, encourage our students to post their points of view, to defend causes ... it is also to remind them that taking a stand is an eminently citizen act. This project will also be an opportunity to concretely give life to European citizenship, especially during transnational meetings: during these special moments of exchange, students will be led to perform ""artistic"" performances on the theme of European values; it will be as many opportunities to present points of view, to defend them with the comrades of the different partner countries, to bring his stone to the realization of the ""work"" common.Because of the meeting with works and artists of all genres and eras, we intend, through this project, to promote the cultural enrichment of our students and we hope to develop their sensitivity and artistic creativity. Because by opening them to beauty, it is about arming them to life.This project will, of course, also provide opportunities to get to know each other and to learn from each other's points of view and visions. Going towards the other seems to us essential in a citizen approach. To work with European partners, to discover them, to create links with them, is to make it possible to overcome the anxiety that all too often arouses ""the other"" in our societies and which is a hindrance to the development of a real European citizenship .This is also why we want to integrate in the project pupils from 16 to 18, of heterogeneous levels, belonging to different teaching sections (general high school students and high school students). We do not doubt that this will be a source of enrichment and will help to establish a spirit of mutual aid.Our approach around this project also aims to work differently so that our students find a new interest in the lessons they are taught. By this it is a question of avoiding dropping out of school. We intend to build on the complementarity of our subjects to raise the level of skills of our students and validate both formal and informal learning. We therefore envisage a gain relative to learning at school (we are particularly thinking of the benefits that students will gain from the use of foreign languages, especially English, Spanish and French, because of the need to communicate with their counterparts. foreigners, directly or via the CTBT). Similarly, the opportunity to take initiatives will also help to make our students more involved in their training, which will also promote the development of self-esteem, a prerequisite for a ""fulfilled"" education"

PROJECT led with our four secondary schools in Spain, Poland, Romania and TurkeyI. Topic: Intercultural dialogue through cinema and filmmaking.The whole project is based on European cultural and cinematic heritage. It encourages young Europeans to discover what they can share and learn from the others through concrete tasks in connection with cinema.II. Key Products1. The main product is the creation of a gallery of short films made by participants, centered around Europe seen through teenagers’ eyes (first year) and Europe and the Big Issues of the 21st Century: (environment, globalisation, ICTs, discrimination, etc.)(second year) showed in Fene and in Braila, selected by a jury of students and teachers and awarded during ceremonies. 2. The second main production consists in the creation and publication of two yearly web magazines with articles about the project and cinema in general written by students.III. Training ActivitiesA. Locally1. Partners have taken part in local film festivals and workshops to discover cinematic heritages and acquire cinematic techniques.2. They were asked to create ecards and short videos to be sent to their partners to introduce themselves as a sort of breaking ice activity. 3. Participants organized a special week event to replace the meeting in Turkey in order to reach the goals already planned : film festival, writing reviews, cinematic workshop, dissemination activities.4. Organization of different workshops about cinema and filmmaking during the two years of the project to improve our students’ skills to create their own short films. Some of these workshops have been monitored by professionals from the film industry and others have been carried out at school by the teachers themselves. 5. Creation of short films, from the script to the final edition, and selection of those films to represent each country in the annual contest. The selection of short films on and off contest was preceded by the projection of the short films and a voting process locally at schools.6. Creation of a portfolio of each movie containing the basic information of the movie, a summary of the plot, and the mentioning of the problems they may have encountered on the way.7. Writing of different articles about cinema, the different cultures of the countries involved in the project and the experiences lived within the project for the two annual web magazines. Participants shared information about different topics, worked on questionnaires about people and cinema, created their own cartoons, shared photos and drawings, etc.8. Organization of castings at school for the different short films.9. Organization of film sessions at local cinemas and attending exhibitions about the film industry.B. Transnationally:1. Different workshops about cinema during each of the mobilities:Using a montage table ( Aubenas); Study on K-Effect ( Aubenas); Creation of a short film involving an interview ( Aubenas); Attending a conference about the selected movies in the Nîmes Festival; Workshop on the bonds between image and art in general and human history in the Cavern du Pont D’Arc ( Aubenas) ; Workshop on make up for a horror movie and creation of a horror short film ( Fene); Visit of a film studio in A Coruña with all the professionals at work (Fene); Visit to the Galician Centre of Image Arts ( Fene); attending a round table about European cinema ( Fene); Workshop on how to make a movie in ten shots ( TOPIC: Borders); Workshop on Gothic cinema (Aubenas); Workshop on the use of drons in the film industry ( Fene); Workshop on film imagery in short films ( Braila); Workshop on Image Composition and the creation of a documentary under the title “Polluting the Environment”, with authentic nature images taken in the Danube delta ( Braila); Workshop on Hollographic History- “Multiethnic Braila” ( Braila).2. Organization and celebration of two Award ceremonies in Fene ( 2016) and Braila (2017)3. Participation in 2 festivals of our own short films followed by debates in transnational teams and voting cessions to select the films to be awarded on the cermemonies. 4. Attending different exhibitions 5. Organization and participation in film festivals at schools or on other locations ( such as the Council Auditorium or a local theatre)5. Creation of short movies on different topics during the mobilities.

<< Objectives >>As an organization by the client's needs, naming, naming about the school, in naming, naming and linguistic nomenclature. We plan to develop new teaching methods, use technologies that can be possible, to use different solutions, and also contribute to increasing efficiency as well as increasing creativity. Now we also want to promote ourselves in the future.<< Implementation >>As part of the project, we intend to carry out 5 short-term student exchanges, during which students will improve their key competences, teachers will develop innovative teaching methods using photography. Each of these exchanges will have a different theme through the use of photography in teaching foreign languages, biology, geography, history to chemistry, physics and mathematics. As part of the project, we intend to create 5 photo exhibitions and 5 photo competitions for students.<< Results >>The expected effects of the project are to increase the key competences of students of schools participating in the project, and to increase the digital and linguistic competences of students. Creating innovative methods and forms of work with the use of photography, thanks to which students will be more motivated to work and more creative. Exchange of teachers' experiences, promotion of schools in the local community.

Adolescence is a decisive period in life. A teenager has continuous ups and downs, mood swings and insecurities caused by a wide range of situations: poor marks at school, social exclusion, discovery and acceptance of their own sexuality, lack of self esteem, personal appearance, relationship issues, etc. For this reason we will propose that groups of students aged 15 to 18 participate in this project. Every centre participating in the project will select their own students following their own pre-determined criteria, aiming to make them as objective as possible. To give the best results, the number of participants will be limited. Although this will depend on the size of each school, we would like to include 60-90 pupils in the activities, limiting the number in every trip to 6 students accompanied by 2 teachers.With the “Learning in Peace” project we express our will to highlight the problem of violence at our schools, especially where it stems from the use of social media because this is more difficult to identify and therefore more dangerous as it is less visible and in most cases it is kept secret out of a sense of shame. Teachers, families and students must become aware of the different types of violence in order to be able to create a safe learning environment, and to prevent and combat antisocial behaviour, reduce the rate of academic failure, reinforce self-esteem and prevent suicide.We are aware that this problem can only be solved by a plan which includes all the agencies involved in it: the educational establishment and our society in general, including teaching staff and families, but above all, the students themselves, who have an important role in the eradication of these harmful practices and attitudes. We will address the risks of the internet and social media; we will enlist the help of qualified professionals (police, psychologists, etc) to demonstrate different approaches to the problem through talks and presentations. We’ll guide our students in their investigations and creations. We’ll offer fun educational activities and we will promote contact between participants of the 5 involved countries confident that we are laying the foundations for a better learning environment. The Project will offer useful products and materials about the topic we are working on, such as brochures, videos, theatre roleplays, games, etc. These materials will made available on the ETwinning space created for this project and which will have the same name: “Learning in Peace”. However, the most important expected outcome of this project will be the most difficult to quantify: both teachers and students will find new motivation and energy for classroom innovation, we will also benefit from cultural and linguistic enrichment, an improvement of our digital skills and a unique experience.The “Learning in Peace” project is part of the curriculum of every school involved and of a number of our complementary projects and other activities. Information about our participation, how it is financed, the aims and the activities to achieve them, will be included in our school syllabus. We think that extending the project to surrounding areas, publicizing it to our society via the media is essential because our long-term objective is to change the mentality of our society towards violence in the school environment, an underestimated problem which marks many lives.